Diabetes Teaching Project Combine knowledge from sciences and liberal arts with that from nursing sciences, for understanding universal perspectives, employing latest technology, and encouraging critical thinking.

Consistent with the diabetes teaching project's first objective, we realize the need for holistic development of each student, and hence, our curriculum not only comprises nursing courses related to diabetes, but also requires that students enroll themselves in science and liberal arts courses. For students who have already taken courses like Literature, English language, Sociology and Philosophy, our academic advisor simply certifies these and allows students to proceed with core courses. Further, integrated into these courses is a comprehensive insight into the global perception, eliciting critical thinking. Through the subject 'Dimensions of Professional Nursing Practice' (Subject code: NUR 342), I aided students in developing critical thinking ability, which they would need to employ when dealing with diabetic patients. This subject required them to study the nursing profession in general, professional nurses' roles when dealing specifically with diabetics, and related issues. The course comprised of lectures on diabetes-specific nursing processes and nursing theory. At the course's culmination, students acquired a clearer grasp, and an improved perspective, of the professional requirements of nursing when it comes to taking care of diabetic patients. I asked the students to update their learning by resorting to live cases of diabetic patients posted by others in the fraternity elsewhere. Each student was asked to relate at least one case per fortnight that matched with one he/she had encountered during their practical learning.

2. Engage in sound decision-making during client advocacy and in the course of nursing care planning, management, and coordination for individuals, their families, and larger communities.

This objective necessitates development of critical thinking abilities, as well as requires students to develop a clearer mind, make decisions successfully, and be capable of handling diverse scenarios, as every diabetes patient they encounter has unique needs. Furthermore, this objective necessitates a review and identification of diabetes cases that primary care physicians can independently handle against those that require specialist involvement. In this regard, students were asked to discuss problems and issues within their community and discuss the same in a weekly, informal discussion setting with their peers. I believe, such sharing and feedback helps improve perception among students. Awareness must be demonstrated by students, of better diabetes patient care outcomes by means of effective collaboration with other healthcare providers, government agencies, interdisciplinary teams, and partnerships via community resources.

3. Offer culturally-sensitive, empathetic, indirect and direct care to patients in various settings.

I have recognized for long that nurses, in the field of diabetic patient care, encounter people of diverse cultures and nationalities. Being a part of this profession requires us to be culturally-sensitive, open-minded, and empathetic, as dictated by the above-stated objective. I helped students condition themselves to become more sensitive to diabetes patients' needs and wants, considering that they may be faced with many different scenarios, and become capable of handling these diverse diabetes-related scenarios with compassion and an open mind.

The subject 'Nursing Assessment for the Experienced Nurse' (Subject Code: NUR 343) attends to the aforementioned aspect. Here, I made students review physical exam methods and practices, body systems, and concepts in individual diabetic patient assessment. I confess that being aware that even one small error on my part could have life-threatening repercussions for patients was rather terrifying for me, and I tried to inculcate this same awareness in my students. Hence, I advised students to pay close attention to the above subject to ensure that they make no mistakes and deliver superior care to their patients. For accomplishing this objective, I made my students complete the following tasks:

1) Conduct a regular review of crucial facets of the diabetic patient's history, lab tests, and physical examinations, identify lifestyle and any cardiovascular risk elements, and assess concomitant disorders which impact prognosis and guide treatment

2) Formulate management strategies for longitudinal diabetic care at primary care clinics and future practice

3) Develop prevention plans, which include behavioral change and health education strategies for diabetics, by following established federal guidelines for clinical practice and

4) Seek help from patient's family/community member to seek nuances about culturally acceptable behavior with patients.

4. Effectively communicate, negotiate and collaborate.

This objective may be accomplished effectively by means of practical, rather than theoretical, learning. Indeed, some courses and subjects do offer guides or theories on communication approaches to be adopted when dealing with diabetic patients. However, one will only be able to communicate effectively if one acts accordingly. I have...

Every course in diabetes care/education addresses effective communication and I ensured that my students:
Took into account the significance of delivering culturally responsive and sensitive care, diabetes education, and counseling, to clients and families;

Identified relevant cultural and psychosocial issues affecting diabetes care; and Demonstrated an awareness of better patient care outcomes by means of proper communication with every primary diabetic patient care team member, like nurses, nutritionists, community advocates, pharmacists, and social workers.

5. Exhibit professional behaviors and values as confirmed by professional standards, legal statutes, and ethical codes.

'Dimensions of Professional Nursing Practice' (Code: NUR 342) covers this objective as well, although professionalism and ethics typically feature in most nursing courses. Though I did not require students to recite nurses' ethical code by heart, I made sure I instilled the essence in students, and I can confidently state that, when faced with a tough choice in the context of taking care of diabetic patients, they will be capable of choosing the ethically correct path (on the basis of our ethical code). I devised situations that demanded ethical decision-making (priority of duty values over moral obligations) and asked the students to consider the action they thought best suited the situation. I chose to create situations in diabetic care that were increasingly complex, to ensure that they understand the importance of the percept. The legal statutes, ethics, and professional standards, imparted to today's students suffice in guiding us through the modern professional nursing world. Nursing professional practice and ethical codes do not vary with disease.

6. Employ learning and teaching principles for promoting healthy lifestyles, by means of health promotion, disease prevention, and risk reduction education.

Towards the completion of the project, I found that many students became excessively cautious with regard to what they did and ate, to stay fit. I encouraged them to start playing the role of "adviser" to kith and kin, advising them on what medication or therapy to go for when afflicted with any illness (particularly diabetes, with which they were now well-versed). All the courses they completed will aid them in adopting a healthy way of life, not only for themselves but also for their friends and families.

Health Promotion & Rehabilitation Nursing Theory (Code: NUR 350) meets this objective effectively. In this subject, I made students examine prior and present issues pertaining to promoting health and wellness among diabetes patients. By learning the theories and concepts entailed in the course, they can apply them in their personal as well as professional lives. This necessitates the use of information technology for supporting decision-making in clinical diabetic care practice and self-education, and for accessing medical information. It also necessitates the use of information technology for accessing educational resources on the condition of diabetics and their families, demonstration of the value of improvement principles to diabetes patients, medical students, and healthcare professionals, the ability to map care process from patient perspective, in the context of diabetic clinical encounters, identification of process and outcome measures relevant for diabetes patient care, and recommendation of clinical process changes for a given group of clients (Ogrinc, 2003).

7. Construct practice on existing theory and knowledge through the use of, and participation in, research.

Consistent with this objective, the following subjects are valuable in ensuring that students accomplish the aforementioned goal:

Nursing Research for the Experienced Nurse (NUR 332),

Health Promotion & Rehabilitation Nursing Theory (NUR 350),

Critical Care Nursing Theory for the Experienced Nurse (NUR 440),

Community Health Nursing Theory for the Experienced Nurse (NUR 450), and Community Health Nursing Practice for the Experienced Nurse (NUR 451).

The subjects NUR 350, NUR 440, NUR 450 typically required considerable hard work on students' part. It is not an easy task to try to memorize a large number of theories. The brighter side, however, is that these theories are also applicable across numerous nursing courses (including several diabetes interventions). The different courses I taught weren't limited to only concepts, theories, and their application, but also placed emphasis on research's role in the profession of diabetic nursing, while concurrently instilling critical thinking ability in students. One such evidence-based best practice is DSME (Diabetes Self-Management Education) that is deliverable in numerous forms. Of these, I employed group-based education, which is the most widely adopted form, as it is a more cost-efficient method, with the additional advantage of allowing patients to interact with one another. Group-based educational technique's impacts must be assessed, when compared with customary treatment on lifestyle, psychosocial,…